How to give full play to the role of multimedia-assisted teaching in mathematics teaching?
First of all, teachers should "know how to use" various information technologies.
In today's highly information-based era, teachers and textbooks are no longer the only sources of information in students' study and life. Teachers should be organizers of information and assistants of students' learning. Teachers should have new ideas, new concepts, new knowledge and new abilities. Chalk and blackboard alone can no longer adapt to the current development of education and teaching. Information technology has incomparable advantages over traditional teaching methods. It can extend the spatial dimension of the classroom, broaden students' horizons, realize all-round stimulation of vision and hearing, and make mathematics knowledge infinitely extended. In multimedia-assisted teaching, teachers must know how to use information technology to assist their own classroom teaching, must be proficient in using multimedia courseware, be familiar with and learn the design and compilation of multimedia teaching courseware, and truly master the theory and skills of modern educational technology in order to play their due role in education and teaching reform.
Second, teachers should make good use of information technology.
The characteristics of primary school mathematics are abstract generalization, while the age characteristics of primary school students are easy to accept intuitive images. Teachers should be good at using multimedia reasonably and properly, strengthen intuitive teaching, and keep students excited, happy and knowledgeable all the time.
1. Make good use of multimedia to create teaching situations to stimulate students' curiosity and interest in learning.
Because of the abstraction and rigor of mathematical knowledge itself, mathematics is considered as a boring subject by most people. In traditional classroom teaching, due to the limitations of traditional teaching methods, teachers cannot provide vivid and intuitive teaching situations, which makes it difficult for students to construct the meaning of mathematical knowledge. With the development of educational information technology, multimedia has entered the classroom, which provides convenient conditions for the creation of teaching situations.
For example, in the process of understanding "corner", I started with "flying in the south", created situations and introduced topics. Starting from the ever-changing formation of geese, the herringbone contour of geese is enlarged, and the "horn" to be known in this lesson is introduced, which provides vivid and sensible original ecological materials for students to know "horn". Stimulate students' interest in learning new knowledge.
2. Make good use of multimedia to bring mathematics knowledge closer to students' life.
The content of primary school mathematics teaching should come from students' real life. In teaching, we should reproduce the mathematical phenomena and problems that students can see, hear and feel in class, so as to narrow the distance between students' life and mathematical knowledge, make the original abstract concepts easy to understand, let students experience the value of mathematics and feel the close connection between mathematics and real life. The provision of these teaching resources and the presentation of life scenes and life phenomena can be accomplished by using information technology.
For example, teaching 24-hour timekeeping is abstract for primary school students. I made a group of daily shots of a student: 12 midnight, when everyone fell asleep in the dead of night; At 6: 30 in the morning, the day gradually dawned, and primary school students got up to wash their faces; ..... Each lens group is equipped with a clock face, and the hour hand and minute hand keep turning. The students watched and said that familiar people, familiar scenes, ordinary timekeeping and abstract 24-hour timekeeping were around. Improve students' enthusiasm and initiative.
3. Make good use of network interaction to improve the practice effect and extend mathematics knowledge.
Practice is an activity that transforms knowledge into ability and develops into intelligence. Using the powerful interactive function of multimedia teaching, different forms of exercises can be carried out. When assigning classroom exercises. You can use the computer to feed back the correct and wrong evaluation, tips, guidance, suggestions and other information to students in time. Students' different problem-solving processes are displayed on the screen through the network, which plays an interactive role. Not only can students quickly understand their own learning situation and deepen their learning experience, but teachers can also get teaching feedback information from it and take remedial measures in time to make the teaching process close to the teaching goal.
For example, when teaching "add and subtract two digits", we use the computer network to design the exercise into a game to get through. According to the difficulty of the exercise, the topic is divided into several levels, such as crossing a wooden bridge, picking strawberries, climbing mountains, visiting a children's playground, and setting up a program that only the first level can get through the second level. Driven by the spirit of competition, students constantly overcome difficulties and strive hard according to their own abilities. Many students successfully passed the checkpoint and reached their destination. Although the amount of practice is large, the students are not bored at all, but are excited and happy about success.
Third, teachers should "skillfully use" information technology.
Information technology is increasingly becoming an integral part of all kinds of teaching. In order to better accomplish the course objectives, information technology should be applied to the learning activities of disciplines. But this does not mean that the whole class is used and used every day. Before using it, teachers must be clear about the needs of subject teaching, and try to find out where information technology can improve the learning effect, so that students can complete things that can't be done or can't be done well by other methods, and use multimedia appropriately, which is more obvious in mathematics.
1, changing static to dynamic, and stimulating students' thirst for knowledge.
Using the superior function of multimedia, we can not only change the picture in the textbook from static to dynamic, but also simulate some abstract and difficult problems through images, sounds and animations, so as to attract students' attention and stimulate their thirst for knowledge.
For example, in the process of understanding "angle", the vertex and both sides of the abstract "angle" are flashed with multimedia to strengthen the composition of the angle. At the same time, one side is fixed and the other side moves around the vertex, forming various angles, guiding students to discover the relationship between the angle and the edge. The combination of dynamic and static can make students fully understand the process of knowledge generation and development and stimulate their thirst for knowledge.
2. Use abstract images to relax students' thinking.
Primary school students' thinking is in the transition period from imagery thinking to abstract thinking, which constitutes the contradiction between the imagery of primary school students' thinking and the abstraction of mathematics. How to solve this contradiction and use multimedia to teach can we successfully realize this transformation. In the teaching of "Understanding Lines". The strings in the harp are displayed through multimedia, and then the line segments are drawn. Displays the light emitted by the flashlight and leads out rays; Show two infinitely extending rails leading to a straight line, and let students really understand the relationship between line segments, rays and straight lines from vivid examples.
3. Highlight key points, break through difficulties and simplify students' thinking.
Using multimedia to assist mathematics classroom teaching can optimize students' cognitive process. Modern educational technology can visualize abstract and difficult knowledge points through form, sound and emotion, so that students can directly perceive and understand the teaching content, which is conducive to highlighting key points, resolving difficulties, optimizing students' cognitive process, simplifying students' analysis and cultivating students' learning ability. In the teaching process, applying modern educational technology to key parts can highlight key points by means of "changing color", "flashing" and "shifting", stimulate students' senses, attract students' attention, help students to examine questions and inspire students' thinking. This is especially obvious in the teaching of geometry knowledge.
For example, in the teaching of angle measurement, students are instructed to measure, draw and compare angles. Although the teacher has a large protractor for demonstration, students can't see the scale on the protractor at all during the teaching process. If the teacher demonstrates in front of each student's desk, the classroom efficiency will be greatly reduced. If this part is made into multimedia courseware, the courseware will show all parts of the protractor, and each part will flash and change color, which will help students deepen their understanding of the protractor and the scale of the inner and outer rings, and demonstrate how to measure the angle with the scale of the inner and outer rings, so that students can quickly master the angle measurement and draw the angle, and have a firm memory.